Journal of Education and Research

Journal of Education and Research, Volume 14, Issue 1, 2024, 75-103, https://doi.org/10.51474/jer/16195

Publication date: Mar 27, 2024

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Participatory Action Research (PAR) represents an esteemed methodology within the realm of Social Science Research. Renowned for its capacity to foster cooperative learning and holistic advancement, PAR exhibits the potential to facilitate practical interventions tailored to specific contexts. Furthermore, it affords the opportunity for community-level research experiences to assume a pivotal role within the academic requisites of university researchers. To this background, this reflective inquiry embarks upon an exploration of the undertakings of a doctoral candidate and research supervisors who engaged in PAR as a means to engender collaboration among educational institutions, including schools and universities, in collaboration with the overseas community. The overarching objective of this PAR endeavor was the enhancement of educational quality through recognition and self-administration of innovative pedagogical approaches initiated within the school setting at the basic and secondary school levels. While championing the democratization of knowledge through collaborative ventures, we encountered manifold contextual factors hampering the complete realization of autonomy. These hindrances encompass cultural norms ingrained within both the school and university environments, in addition to conflicting societal expectations.

knowledge democracy participatory action research acknowledgment and autonomy educational enhancement tripartite collaboration

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We acknowledge that the paper was prepared with the support from the NORHED Rupantaran Project entitled “Innovations in Teaching and Learning through Contextualized Approaches to Increase the Quality, Relevance, and Sustainability of Education in Nepal” which has been jointly implemented in Nepal by Tribhuvan University (TU), Kathmandu University (KU), and the Norwegian University of Life Sciences (NMBU).

The authors received no financial support for this article's research, authorship and/or publication.

The authors declared no potential conflicts of interest with respect to the research, authorship, and publication of this article.

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